The purpose of this narrative inquiry was to explore how first-generation college students in the southwestern United States narrate their experiences facing academic challenges and choosing whether to ask for academic help. The theories of academic help seeking and cultural mismatch provided the theoretical foundation. The research questions asked how first-generation college students narrate their experiences (a) facing academic challenges and (b) choosing whether to ask for academic help. Data sources included an online qualitative questionnaire and individual semi structured interviews guided by McAdams's Life Story Interview II. Eight students completed the questionnaire and interviews. Data analysis included self-event connection coding to construct individual sequential narratives and a master story arc. Results indicated that most participants were raised to value education and encouraged to ask for help. The dominant narrative involved (a) immigration status, (b) becoming the translator, (c) parental involvement and support, (d) importance of education and stance on help seeking, (e) influential K-12 teachers, (f) academic challenges, (g) advanced coursework, and (h) supportive university faculty. The subordinate narrative included (a) immigration status, (b) parental involvement and support, (c) importance of education and stance on help seeking, (d) K-12 experiences, (e) academic challenges, and (f) community college. The study contributed to the literature by exploring first-generation college students' narrations of these experiences, which both supported and conflicted prior research. Professionals in K-12 and higher education can leverage the results to better support this population. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]